Short term lesson plan

Unit of a long term plan:

Unit 5 Our Health. Lesson plan 51 School:

Teacher's name:
Date:

CLASS: 6 Number present: absent:

Lesson title Language Focus. Can for ability and permission.

6.C1 use speaking and listening skills to solve problems creatively
and cooperatively in groups
6.C9 use imagination to express thoughts, ideas, experiences and
feelings
6.UE 13 use might may could to express possibility on a limited
range of familiar general and curricular topics
Learning 6.S2 ask simple questions to get information about a limited range of
objectives(s) general topics
6.S3 give an opinion at sentence level on a limited range of general
and curricular topics
6. 6.S7 use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics
6.W8 spell most high-frequency words accurately for a limited range
of general topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the modal verb "can"
for ability and permission, making stories about abilities. Transfer
information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral
Lesson objectives presentation
 Provide a point of view in conversations and discussions;
speak about people's abilities.
Some learners will be able to:
 Respond to and discuss the reading passage using
interpretive, evaluative and creative thinking skills.
 Make a presentation about your activities at school and after
school.
Higher order thinking skills (according to the revised Bloom's
Level of thinking
taxonomy).
 Read the given text of description and identify the general
information.
Assessment criteria  Demonstrate skills of organizing and expressing ideas
accurately.
 Illustrate a viewpoint in a discussion.
Play the piano, go into town, speak languages, make questions, play
Target language
an instrument, dance the tango, stay out late.
 Responsibility, Global Citizenship, Respect and Love to people and
Values links
school, abilities and permission.
Cross-curricular Social Science, Psychology, Information Technology, Art.
links
Previous learning Vocabulary relating to people's activity, school and school subjects.
Plan
Planned Planned activities (replace the notes below
Resources
timings with your planned activities)
Start Class organisation

Slide (useful phrases)

3 min

We have got eyes and we can see.

We have got ears and we can hear.  Pictures
We have got legs and we can walk.  PPT
We have got mouths and we can talk.

  Writing
Worksheet
Быстро бегать как спортсмен Я умею, yes,
I CAN.

1.
Lead-in (W, I)
Ex.1 - 2 p.59
Ability: Permission
physical / mental
can swim can speak Spanish

The picture of activities

at school a school
Write about your abilities:
I can........
I can't.......... Writing
Worksheet
What can you and your friend do?
Can you do the same things?
Main part
15 min

I can We can She/ He can

In groups of 3, make a presentation about your

class.
What can your class do?
Ex.3 - 4 p.59.
Present your abilities as a whole class.
INTRODUCTION OF A RULE: If you want to
ask for permission, you put a modal verb can or
could on the first place. Could is a more polite
form.
Could you show me the way to the London
Bridge?
No, sorry, you can't.
Why not? Yes, you can.
Look at the key phrases and complete a
dialogue: Ex.5.p.59
Keys: 1. you can't, 2.Why not, 3.Is it OK? 4. can
I, 5. you can.
Make up your own dialogue and play it in front of
us.

The teacher asks Sts. to write: What can they

do at home and what can't they do?

Yes No

Sing

Dance
 Fly

Ride a bike

Play
football

Read the poem and show the abilities:

"We can"
We can
We can jump and play the drum.
We can draw our Dad and Mum
We can play and we can run.
We can have a lot of fun.
We can swim and we can sing -
It is very interesting!
End Home task:
3 min. W.B. p.41 Slide (Homework)
Students express their attitude to the lesson and Slide "Six thinking hats"
give self-assessment using the method: “Six
thinking hats”:
 Green: How can you use today's learning
in different subjects?
 Red: How do you feel about your work
today?
 White: What have you leant today?
 Black: What were the weaknesses of your
work?
 Blue: How much progress have you made
in this lesson? (Now I can, I still need to
work on, I've improved in, Today I
learnt... )
 Yellow: What did you like about today's
lesson?
Additional information
 Differentiation – how Assessment – how are Health and safety check
do you plan to give you planning to check
more support? How learners’ learning?
do you plan to
challenge the more
able learners? can be
Differentiation Assessment criteria: Health saving technologies.
achieved through  Read the given Make sure power cords are not a
content (Based on the passage and identify the tripping hazard
theory of Multiple general information. Everyday classroom precautions
Intelligences different  Demonstrate skills
tasks are used with the of organizing and
same text). expressing ideas
By support: accurately.
Less able learners will  Illustrate a
be supported through viewpoint in a discussion.
step-be-step Descriptors:
instructions, glossaries,A learner
thinking time.  reads the text for
global understanding;
 selects meaningful
information, constructs
By task: the answer;
For more able learners  presents
additional leveled tasks information in the group
are offered. discussion.
 evaluates the
peers’ answers.

Teacher's observation
using observation
checklist (Appendix 2 -
reference to the resource
"Literature Circle Role
Sheets" by Christine
Boardman Moen. p.28)
and monitoring.
Self-assessment.

Appendix1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
 Completed the individual role-card.
 Used extracts from the text to support his/her ideas.
 Asked open-ended questions.
  Listened while others talked.
 Encouraged peers to share their ideas.
 Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
Comments __________________________________________________

Short term lesson plan

Unit of a long term plan:

Unit 5 Our Health. Lesson plan 52 School: classical gymnasium

Teacher's name: Diana Iskakova

Date: 16,01.2023

CLASS: 6 Number present: absent:

Lesson title Food and drink.

 6.S2 ask simple questions to get information about a limited range of
general topics
6.S3 give an opinion at sentence level on a limited range of general
and curricular topics
Learning
objectives(s) 6.L4 understand the main points of supported extended talk on a
range of general and curricular topics
6.R5 deduce meaning from context in short texts on a limited range
of familiar general and curricular topics
6.W5 link without support sentences using basic coordinating
connectors
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the structures: there is/
are, lots of, a lot of, some, much/ many for making stories about
eating habits. Transfer information from the given information into a
graphic organizer.
Most learners will be able to:
Select, compile, and synthesize information for an oral
Lesson objectives presentation
 Provide a point of view in conversations and discussions;
speak about school lunch.
Some learners will be able to:
 Respond to and discuss the reading passage using
interpretive, evaluative and creative thinking skills.
 Make a presentation about your school lunch and canteen.
and after Respond to and discuss the reading passage using
interpretive, evaluative and creative thinking skills.
Make a presentation about your school lunch.
Higher order thinking skills (according to the revised Bloom's
Level of thinking
taxonomy).
 Read the given text of description and identify the general
information.
Assessment criteria  Demonstrate skills of organizing and expressing ideas
accurately.
 Illustrate a viewpoint in a discussion.
Salad, chips, soup, sweets, fish, apple, bread, rice, pasta, nuts, eggs,
Target language burger, crisps, sandwich. fussy drinks, juice, ice cream, meat, school
meals.
Responsibility, Global Citizenship, Respect and Love to people and
Values links
school, Care to modern technology, Love to nearest and dearest.
Cross-curricular Social Science, Psychology, Information Technology, Art,
links Medicine.
Previous learning Vocabulary relating to people's activity, school and school subjects.
Plan
Planned Resources and
Teacher’s action and learner’s action
timings gymnasium component
Start Class organisation
 Pre-learning (W)
The lesson greeting. Slide (useful phrases)
3 min The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
The teacher shows the picture and introduces the
objectives of the lesson.

Pictures
PPT

Warm up. Free talk.

What do you usually eat for breakfast and lunch?
Healthy Unhealthy

What can you eat at school? Ex.1.p.60

3 - 4 min What are children in different countries eat for2.
lunch?
( 4 group discuss the meal at school in 4
countries). The teacher asks Sts. whose lunch is
healthy? Speak about meals in Kazakhstan. A Table
Lead-in (W, I)
Pre- listening stage.
Ex.1 p.60 Extending vocabulary. Think of two
more words to add to each group:
Main part 1. meat: chicken..... CD2.03
15 min 2. vegetables: potato....
3. fruit: pear.....
4. drinks: juice.....
Writing
Ex.3 p.60. Speak about healthy and unhealthy
Worksheet
eating.
Is your lunch healthy?

Student Book p.60

Listening Task: Listen to the programme about

school lunch and write about healthy and
unhealthy meal. Ex.4 p.60
 Ex.5 p.60. Listen again and choose the correct
answers:
Answers:
1. some
2. many
3.There are a lot of
Student Book p.60
4. eat
CD2.04
5. isn't much
Find out what are the most popular meal in class.
Ex.6 p.60 Group Work. Activate.
Ask and answer the questions.
Which food is the healthiest in 5 countries?
Make a conclusion.

Venn Diagram
Formative Assessment Task

10 min
Writing
Worksheet

5 min
End Home task.
3 min. W.B. p.42, a menu Slide (Homework)
Students express their attitude to the lesson and Slide "Six thinking hats"
give self-assessment using the method: “Six
thinking hats”:
 Green: How can you use today's learning
in different subjects?
 Red: How do you feel about your work
today?
 White: What have you leant today?
 Black: What were the weaknesses of your
work?
 Blue: How much progress have you made
in this lesson? (Now I can, I still need to
work on, I've improved in, Today I
learnt... )
 Yellow: What did you like about today's
lesson?
Additional information
 Differentiation – how Assessment – how are Health and safety check
do you plan to give you planning to check
more support? How learners’ learning?
do you plan to
challenge the more
able learners? can be
Differentiation Assessment criteria: Health saving technologies.
achieved through  Read the given Make sure power cords are not a
content (Based on the passage and identify the tripping hazard
theory of Multiple general information. Everyday classroom precautions
Intelligences different  Demonstrate skills
tasks are used with the of organizing and
same text). expressing ideas
By support: accurately.
Less able learners will  Illustrate a
be supported through viewpoint in a discussion.
step-be-step Descriptors:
instructions, glossaries,A learner
thinking time.  reads the text for
global understanding;
 selects meaningful
information, constructs
By task: the answer;
For more able learners  presents
additional leveled tasks information in the group
are offered. discussion.
 evaluates the
peers’ answers.
Teacher's observation
using observation
checklist (Appendix 2 -
reference to the resource
"Literature Circle Role
Sheets" by Christine
Boardman Moen. p.28)
and monitoring.
Self-assessment.

Appendix1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
 Completed the individual role-card.
 Used extracts from the text to support his/her ideas.
 Asked open-ended questions.
 Listened while others talked.
 Encouraged peers to share their ideas.
 Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
 Comments _________________________________________________

Short term lesson plan

Unit of a long term plan:

Unit 5 Our Health. Lesson School: classical gymnasium
plan 53
Date:16.01.2023 Teacher’s name: Diana Iskakova

Class: 6 Number present: Number absent:

Language Focus. Countable and uncountable nouns:
Lesson title a/an, the, some, any, much, many, a lot of.
Talking about food and meals.
6.UE2 use quantifiers many, much, a lot of ,a few on a limited range of
familiar general and curricular topics
6.S2 ask simple questions to get information about a limited range of
Learning general topics
objectives(s) 6.S3 give an opinion at sentence level on a limited range of general and
that this lesson
curricular topics
is contributing
to 6.S6 communicate meaning clearly at sentence level during, pair, group
and whole class exchanges
6.S7 use appropriate subject-specific vocabulary and syntax to talk about
a limited range of general topics
Lesson All learners will be able to:
  Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the structures: there is/ are,
lots of, a lot of, some, much/ many, a/ an, the, countable/ uncountable
nouns for making stories about eating habits. Transfer information from
the given information into a graphic organizer.
Most learners will be able to:
Select, compile, and synthesize information for an oral presentation
objectives  Provide a point of view in conversations and discussions; speak
about school lunch.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about your school lunch and canteen. and
after Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about your school canteen
Value links Cooperation, respect each other's opinion, functional literacy.
Cross curricular Social Science, Psychology, Information Technology, Medicine,
links Dietology.
Previous
Talking about eating habits.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Students will be able to understand that people should respect each other.
awareness

Health and Breaks and physical activities used.

Safety

Plan
Planned Resources and gymnasium
Teacher’s and learner’s activity
timings component
The lesson greeting.
Beginnin
The teacher sets the lesson objectives, letting
g the Slide (useful phrases)
students know what to anticipate from the
lesson
lesson.
6 min. Pictures
Warm up. Free talk.
PPT
 Do you organize events with our friends?
 Imagine you want to organize a party or
barbecue with some friends. What food do you
need to plan and what food you like?
Main Write the words in the list. The teacher points
Activities out that some words are in the singular form, Writing
Worksheet
some in the plural. The Sts. read the rule about
28 min. countable and uncountable nouns and do Ex.1 Student Book p.61
p.61.
Find the words and say if they are countable or
uncountable: A crossword

Ex.2 p.61. Complete the text with a/ an, the.

 Answers:
1.a 2.the 3.a 4.a 5.a 6.a 7 the 8.the
( In a weaker class this ex. can be done in
pairs).
The Consolidation of a structure: there is/ there
are with much, many, a, some, a lot of. Ex.3
p.61.
Make a group presentation about the rule of
Student Book p.61
Ex.2 p.61 and give your examples.
Ex.5 p. 61. Choose the correct words and
answer the quiz with a partner. What have you
learnt from this information.
Ex.6 p.61. Creative exercise Writing
Worksheet
Speak in pairs about your meal. what food is
really horrible?
OPTIONAL ACTIVITY: LANGUAGE
FOCUS
Find one mistake and explain it:
1.Is there many cheese in the fridge?
2. I don't eat some meat.
3. It's healthy to drink any water every day.
4. There are a lot of junk food in American Writing
schools. Worksheet
Formative Assessment Task

Ending Giving the home task. W.B. p.43

the lesson Peer-assessment.

6 min.

Additional information
Differentiation – Assessment –
how do you plan to give more how are you planning to Critical thinking
support? How do you plan to check learners’
challenge the more able learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Identify the main exploring, developing,
identification of learning outcomes idea in extended evaluating and making
for a certain student, provision of talks with little choices about their own and
individual support to learners, support. others’ ideas
selection of learning materials and 2. Apply topic
resources based on the individual related vocabulary
abilities of learners. in speech
appropriately
arranging words
and phrases into
well-formed
sentences.
3. Demonstrate the
ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an
appropriate
answer.
 completes the
task.
 uses appropriate
subject-specific
vocabulary while
speaking.
 discusses
questions and
answers the
questions within
the group.
 Observation
 Feedback on the
work
 Peer-assessment
Short term lesson plan

Unit of a long term plan:

Unit 5 Our Health. Lesson School:
plan 54
Date: Teacher’s name:

Class: 6 Number present: Number absent:

Making, accepting and refusing invitations.

Lesson title An email about school.

Learning 6.S1 provide basic information about themselves and others at sentence
objectives(s) that level on an increasing range of general topics
 6.S2 ask simple questions to get information about a limited range of
general topics
6.S3 give an opinion at sentence level on a limited range of general and
curricular topics
this lesson is 6.L4 understand the main points of supported extended talk on a range of
contributing to general and curricular topics
6.R5 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
6.W1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topics
6.W5 link without support sentences using basic coordinating connectors
All learners will be able to:
 Understand the main ideas of the dialogue in which people make,
accept and refuse invitations.
 Recognize key phrases for making, accepting and refusing
invitations in dialogue.
 Act situations making, accepting and refusing invitations.
 Write an email about school
Lesson Most learners will be able to:
objectives  Understand details in listening extracts.
 Use topic related vocabulary in their dialogues
 Create their own dialogues based on the given situations and act.
Some learners will be able to:
 Understand detailed information from the dialogues while
listening.
 Apply topic related vocabulary in speech fluently.
 Create their own dialogues on the topic without support and act.
Value links Cooperation, respect each other's opinion, functional literacy.
Cross curricular Social Science, Psychology, Information Technology, Medicine,
links Dietology.
Previous
Talking about food.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Students will be able to understand that people should eat healthy food.
awareness

Health and Breaks and physical activities used.

Safety

Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g the
lesson Slide (useful phrases)
6 min.
Pictures
PPT
 Student Book p.61
Writing
Worksheet
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up. Free talk.
 What do you usually do after school?
When and where do you meet your friends?
Ex.1 p.62
 Look at the photo on p. 62 and guess the
topic of their conversation? Write the theme on
lists of paper.
LISTENING TASK:
Main Listen to the dialogue and answer the question: Student Book p.61
Activities Can Tina go to the shopping centre on CD2.05.
Saturday? CD2.06.
15 min.
Answer: Yes, she can.
Look at the key phrases. Invitations. Ex.3
p.62. Sentence completion task. Role-play.
LISTENING TASK: CD2.07.
Ex.4 p.62. Pair work. Teacher's
Answers: 1.b 2. c 3.d Photocopiable Resources p.205
Ex.5 - 6 p.62. Creative exercise. Make mini - Student Book p.62
dialogues in groups using the underlined words.
Competition. Find as many words as you can.
Group Work ( 2 groups).
Writing
Worksheet

13 min. Student Book p.63

Ex. 1 - 3 p.63 How to write an email about

school. Speak about your school.
 Giving the home task. W.B. p.44
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
Ending  Black: What were the weaknesses of your work?
the lesson  Blue: How much progress have you made in this lesson? (Now I can, I still
6 min. need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"

Differentiation – Assessment –
how do you plan to give more how are you planning to Critical thinking
support? How do you plan to check learners’
challenge the more learning?
able learners? can be achieved
Differentiation Assessment criteria: Students think critically,
through the selection of activities, 4. Identify the main exploring, developing,
identification of learning outcomes idea in extended evaluating and making
for a certain student, provision of talks with little choices about their own and
individual support to learners, support. others’ ideas
selection of learning materials and 5. Apply topic
resources based on the individual related vocabulary
abilities of learners. in speech
appropriately
arranging words
and phrases into
well-formed
sentences.
6. Demonstrate the
ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subject-
specific vocabulary while
speaking.
  discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment
Short term lesson plan
Unit of a long term plan:
Unit 5 Our Health. Lesson School:
plan 55
Date: Teacher’s name:

Class: 6 Number present: Number absent:

Lesson title My Country. Almaty Marathon.

6.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
6.L4 understand the main points of supported extended talk on a range of
general and curricular topics
6.L5 understand most specific information and detail of short, supported
talk on a wide range of familiar topics curricular topics.
Learning 6.C8 develop intercultural awareness through reading and discussion
objectives(s) that 6.S3 give an opinion at sentence level on a limited range of general and
this lesson is
curricular topics
contributing to
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
6.R5 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
6.UE2 use quantifiers many, much, a lot of ,a few on a limited range of
familiar general and curricular topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the structures: some, any, no
there is/ are, lots of, a lot of, some, much/ many for making stories about
marathon. Transfer information from the given information into a graphic
organizer.
Most learners will be able to:
Lesson Select, compile, and synthesize information for an oral presentation
objectives  Provide a point of view in conversations and discussions; speak
about school lunch.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about your school competitions. Respond to
and discuss the reading passage using interpretive, evaluative and creative
thinking skills.
Make a presentation about your school sports competitions.
Value links Cooperation, respect each other's opinion, functional literacy.
Cross curricular Social Science, Psychology, Sport ( P.E.), Information Technology,
links Medicine.
Previous
Talking about school and after school activities.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to understand that people should be fond of sport and
awareness lead a healthy way of life.

Health and Breaks and physical activities used.

Safety

Plan
Planned
Planned activities Resources
timings
The lesson greeting.
Slide (useful phrases)

Pictures
PPT
Beginnin
g the
lesson
6 min.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson. Student Book p.64
Warm up. Free talk. Writing
 A teacher asks Sts. to discuss in groups Worksheet
what sport they do and whether they do any
extra fitness training. Name an active
sportsmen in class.
 What can you say about maraphon?
Main LISTENING TASK:
Activities Listen and read the text quickly. Which Student Book p.64
nationalities run in the Almaty Maraphon? CD2.08.
15 min. Ex.1 p.64 CD2.06.
Country Nationality
Russia Russian
Kyrgyzstan
The U.K. Pair work.
Italy Student Book p.64
Spain
Denmark
Norway
Kazakhstan Writing
PRE- READING EXERCISE: Worksheet
Ex.2 p.64 (Read and translate, choose the
correct answer after reading the text).
Speak about Almaty Maraphon using key -
 words:
hold a maraphon every April, small event in
2012, number increased in 2015, to take part
in, to promote healthier lifestyles, to do Student Book p.64
sport, like challenges, to train, enter the
maraphon, to feel part of the city, raise
money for disabled children to do sport,
volunteers, community. A video
13 min. Ex.3 - 4 p.64. Sentence completion task with
something, anything, nothing, each, every.

Ex.5 p.14. Creative exercise .A video about

preparation people to take part in maraphon.
Group Work.
Retell the text about Almaty Marapphon.

Giving the home task. W.B. p.45

Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
Ending  Black: What were the weaknesses of your work?
the lesson  Blue: How much progress have you made in this lesson? (Now I can, I still
6 min. need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"

Differentiation – Assessment –
how do you plan to give more how are you planning to Critical thinking
support? How do you plan to check learners’
challenge the more learning?
able learners? can be achieved
Differentiation Assessment criteria: Students think critically,
through the selection of activities, 7. Identify the main exploring, developing,
identification of learning outcomes idea in extended evaluating and making
for a certain student, provision of talks with little choices about their own and
individual support to learners, support. others’ ideas
selection of learning materials and 8. Apply topic
resources based on the individual related vocabulary
abilities of learners. in speech
appropriately
arranging words
 and phrases into
well-formed
sentences.
9. Demonstrate the
ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subject-
specific vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment
Short term lesson plan
Unit of a long term plan:
Unit 5 Our Health. Lesson School:
plan 56
Date: Teacher’s name:

Class: 6 Number present: Number absent:

Lesson title CLIL. Physical Education: Rules of a game

6.C8 develop intercultural awareness through reading and discussion

6.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
6.L4 understand the main points of supported extended talk on a range of
general and curricular topics
6.L4 understand the main points of supported extended talk on a range of
general and curricular topics
Learning
6.R5 deduce meaning from context in short texts on a limited range of
objectives(s) that
familiar general and curricular topics
this lesson is
6.W1 plan, write, edit and proofread work at text level with support on a
contributing to
limited range of general and curricular topics
6.S1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
6.S2 ask simple questions to get information about a limited range of
general topics
6.S3 give an opinion at sentence level on a limited range of general and
curricular topics
Lesson All learners will be able to:
  Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the structures: there is/ are,
lots of, a lot of, some, much/ many and Present Simple to speak about the
game. Transfer information from the given information into a graphic
organizer.
Most learners will be able to:
Select, compile, and synthesize information for an oral presentation
objectives  Provide a point of view in conversations and discussions; speak
about basketball.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about a game of basketball and after Respond
to and discuss the reading passage using interpretive, evaluative and
creative thinking skills.
Make a presentation about a game.
Value links Cooperation, respect each other's opinion, functional literacy.
Cross curricular Social Science, Psychology, History, P. E., Information Technology,
links Medicine.
Previous
Talking about Almaty Maraphon.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to understand that people should go in for sport and
awareness eat healthy food.

Health and Breaks and physical activities used.

Safety

Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g the
lesson Slide (useful phrases)
6 min.
Pictures
PPT

The teacher sets the lesson objectives, letting

students know what to anticipate from the
lesson. Student Book p.65

Writing
Worksheet
Warm up. Free talk.
  What games can you play?
 Look at the photo and guess the topic of
the conversation? How can you play it?
PRE -LISTENING TASK:
Ex.1 p.65.( name activities). Student Book p.65
Main LISTENING TASK: CD2.09.
Activities Ex.2 p.65.
Speak about: 1. General information about Video about basketball.
15 min. basketball
2.Aims of the game Student Book p.65
3. Rules of the game.

Writing
Worksheet

Dr. James Naismith is one of the most

important persons in sports history. He Student Book p.65
invented one of the most popular sports today,
basketball.
13 min. Teacher's Photocopiable
Look and describe a picture.
Resources p.p.218 - 219
Ex.3 p.65. Answer the questions.
The class is divided into 4 groups. Each group
will speak about the rules of a game.
Football Volleyball Handball Basketball

Giving the home task. W.B. p.46

Rules of a game (w)
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
Ending  Red: How do you feel about your work today?
the lesson  White: What have you leant today?
6 min.  Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation – Assessment –
how do you plan to give more how are you planning to Critical thinking
support? How do you plan to check learners’
challenge the more learning?
able learners? can be achieved
Differentiation Assessment criteria: Students think critically,
through the selection of activities, 10. Identify the main exploring, developing,
identification of learning outcomes idea in extended evaluating and making
for a certain student, provision of talks with little choices about their own and
individual support to learners, support. others’ ideas
selection of learning materials and 11. Apply topic
resources based on the individual related vocabulary
abilities of learners. in speech
appropriately
arranging words
and phrases into
well-formed
sentences.
12. Demonstrate the
ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subject-
specific vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment

Short term lesson plan

Unit of a long term plan:

Unit 5 Our Health. Lesson plan 57 School:

Teacher's name:
Date:

CLASS: 6 Number present: absent:

Lesson title Summative Control work 5 For Unit 5.

 6.C5 use feedback to set personal learning objectives
6.C1 use speaking and listening skills to solve problems creatively
Learning and cooperatively in groups
objectives(s) 6.C5 use feedback to set personal learning objectives
6.W6 link, with some support, sentences into a coherent paragraph
using basic connectors on a limited range of familiar general topics
All learners will be able to:
 Use some target vocabulary successfully in speaking tasks
and show some basic organisational coherence and cohesion in
writing task
 Demonstrate basic knowledge for usage of the Present
Simple, some/ any/ no and its derivatives, articles.
 Offer constructive peer-feedback using rubric.
Most learners will be able to:
 Select, compile, and synthesize information for an oral
Lesson objectives presentation
 Provide a point of view in conversations and discussions;
 Use most target vocabulary successfully in speaking tasks
and show clear organisational coherence and cohesion in
writing task
Some learners will be able to:
 Apply the correct form of the Present Tenses in the context;
 use most target vocabulary successfully in speaking tasks and
show good organisational coherence and cohesion and some
elements of appropriate style in writing task
Higher order thinking skills (according to the revised Bloom's
Level of thinking
taxonomy).
 Read the given text and identify the general information.
 Demonstrate skills of organizing and expressing ideas
Assessment criteria
accurately.
 Illustrate a viewpoint in a discussion.

Target language Active vocabulary of lessons 49 - 58

Responsibility, Global Citizenship, Cooperation, respect each other's

Values links
opinion, functional literacy.
Cross-curricular Social Science, Psychology, History, P. E., Information Technology,
links Medicine.
Previous learning Vocabulary relating to people's activity and healthy way of life.
Plan
Planned Planned activities (replace the notes below
Resources
timings with your planned activities)

TERM 3 SUMMATIVE ASSESSMENT TASKS

Summative assessment 5 for the unit “Our Health.

Learning objective:
 6.L5 Recognise the opinion of the speaker(s) in supported extended talk on a range of general
and curricular topics
6.W7 Use with minimal support appropriate layout at text level for a growing range of written
genres on familiar general and curricular topics
Assessment сriteria:
• Identify the position of speakers in an extended talk with some support
• Write a text keeping the layout and format of a given genre with a little support
Level of thinking skills: Knowledge and comprehension
Application Duration 20 minutes
Listening Task 1. Listen to the conversation twice and answer the questions:

Short term lesson plan

Unit of a long term plan:
Unit 5 Our Health. Lesson School:
plan 58
Date: Teacher’s name:
Class: 6 Number present: Number absent:

Review 5
Lesson title Project: My Dream

6.C8 develop intercultural awareness through reading and discussion

6.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
6.S1 provide basic information about themselves and others at sentence
Learning
level on an increasing range of general topics
objectives(s) that
6.S2 ask simple questions to get information about a limited range of
this lesson is
general topics
contributing to
6.S3 give an opinion at sentence level on a limited range of general and
curricular topics
6.R5 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the structures: there is/ are,
lots of, a lot of, some, much/ many for making stories about dream
school. Transfer information from the given information into a graphic
organizer.
Most learners will be able to:
Lesson
Select, compile, and synthesize information for an oral presentation
objectives
 Provide a point of view in conversations and discussions; speak
about school.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a project about your dream school. Respond to and discuss
the reading passage using interpretive, evaluative and creative thinking
skills.
Value links Cooperation, respect each other's opinion, functional literacy.
Cross curricular Social Science, Psychology, Information Technology, Medicine,
links Dietology.
Previous
Talking about a basketball game.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to understand that people should like school and
awareness school life.

Health and Breaks and physical activities used.

Safety

Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
 Slide (useful phrases)

Pictures
PPT
g the
lesson
6 min.

The teacher sets the lesson objectives, letting

students know what to anticipate from the
lesson. Student Book p.67
Writing
Warm up. Free talk. Worksheet
 What do you like at school? What would
you like to change at school?
Ex.1 p.67
Main In groups make a poster about your dream Student Book p.67
Activities school. Follow the steps in the project
checklist. Ex. 2 - 4 p.67
15 min. Competition: choose a school you like best.
What will you change in your school?

Writing
Worksheet
Unit 5 test, Test Bank MultiRom.
Student Book p.66

CD2.10
13 min.
Review of Unit 5. p.66
Vocabulary - Language Focus -
Communication - Listening.
 Giving the home task. W.B. p.47 A project
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
Ending  Black: What were the weaknesses of your work?
the lesson  Blue: How much progress have you made in this lesson? (Now I can, I still
6 min. need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"

Differentiation – Assessment –
how do you plan to give more how are you planning to Critical thinking
support? How do you plan to check learners’
challenge the more learning?
able learners? can be achieved
Differentiation Assessment criteria: Students think critically,
through the selection of activities, 13. Identify the main exploring, developing,
identification of learning outcomes idea in extended evaluating and making
for a certain student, provision of talks with little choices about their own and
individual support to learners, support. others’ ideas
selection of learning materials and 14. Apply topic
resources based on the individual related vocabulary
abilities of learners. in speech
appropriately
arranging words
and phrases into
well-formed
sentences.
15. Demonstrate the
ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subject-
specific vocabulary while
speaking.
  discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment
Short term lesson plan
Unit of a long term plan
Unit 6 Travel and holidays. Lesson School:
plan 59
Date: Teacher’s name:

Class: 6 Number present: Number absent:

Lesson title Travel equipment

6.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
6.C2 use speaking and listening skills to provide sensitive feedback to
peers
Learning 6.C3 respect differing points of view
objectives(s) that 6.C5 use feedback to set personal learning objectives
this lesson is 6.W8 spell most high-frequency words accurately for a limited range of
contributing to general topics of familiar general topic
6.S3 give an opinion at sentence level on a limited range of general and
curricular topics
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the theme Imperatives.
Transfer information from the given information into a graphic organizer.
Most learners will be able to:
Select, compile, and synthesize information for an oral presentation
Lesson
 Provide a point of view in conversations and discussions; speak
objectives
about travel and holidays.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about your holidays. Respond to and discuss
the reading passage using interpretive, evaluative and creative thinking
skills.
Value links Cooperation, respect each other's opinion, functional literacy.
Cross curricular Social Science, Psychology, Geography, Information Technology,
links Natural Science.
Previous
Talking about dream school.
learning
Use of ICT Smart board for showing a presentation, getting additional information,
 playing the audio files.
Intercultural Students will be able to understand that people should travel and get
awareness knowledge about different countries.
Health and Breaks and physical activities used. Everyday classroom precautions will
Safety ensure that safety measures are provided to prevent the exposure of
electrical power cords.

Planned
Planned activities Resources
timings

The lesson greeting. Slide (useful phrases).

Pictures
PPT

The teacher sets the lesson objectives, letting Student Book p.68
students know what to anticipate from the Writing
Worksheet
Beginnin lesson.
g of the Warm up. Free talk.
lesson  When you hear the words "travel" and
"holidays" what associations do you have?
What can people do when they have holidays?
Look at the photo and guess the topic of the
conversation?

7 min.
Pictures
PPT

What do you usually do during your holidays?

Look at these words and tell me about the
expedition to the rainforest? The words:
rainforest, expedition, survive, survival.
Main LISTENING TASK:
Activities Match the equipment with photos 1 - 12. Which Student Book p.68
4 things are not in the photos? CD2.11.
15 min. Answer: rope, sunglasses, gloves, helmet.
 LISTENING TASK:
Ex.1 - 2 p.68 - p.69.
What will you take to the Amazon to survive?
Student Book p.68
Creative exercise. Make a list of students to go
to the expedition, form a group and write the
rules during the expedition.( Group Work).
THE INTRODUCTION OF GRAMMAR.
IMPERATIVES. Writing
Worksheet
Ex.3 - 4 p.68 Sentence completion task.
Affirmative Negative
Go back. Don't worry.
Swim. Don't swim

LISTENING TASK: CD2.12.

Which activities are Amy and Jim going to do? Student Book p.68
Ex.5 p.68.
12 min Ex.6 p.68. Creative exercise Invent a dialogue:
You are camping in a remote area.
The teacher asks Sts. to write instructions to do
in a camp.

Giving the home task. W.B. p.48.

Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending  White: What have you leant today?
the lesson  Black: What were the weaknesses of your work?
6 min.  Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"

Differentiation – Assessment –
how do you plan to give more how are you planning Critical thinking
support? How do you plan to to check learners’
challenge the more learning?
able learners?can be achieved through
Differentiation Assessment criteria: Students think critically,
the selection of activities, identification 16. Identify the exploring, developing,
of learning outcomes for a certain main idea in evaluating and making
student, provision of individual support extended talks choices about their own
to learners, selection of learning with little and others’ ideas
materials and resources based on the support.
individual abilities of learners. 17. Apply topic
related
vocabulary in
speech
appropriately
arranging words
and phrases into
well-formed
sentences.
18. Demonstrate the
ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate
subject-specific
vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and
learning)?
1:
2:
What have I learned from the lesson about this class or individuals
that will inform my next lesson?

Peer-assessment.
Rubric
Category Excellent Good Fair Poor
4 pts 3 pts 2 pts 1 pts
Fluency  Author Author Author Author
demonstrates demonstrates demonstrates some demonstrates little
 normal pace, not too adequate normal normal pace, not too normal pace, not too
fast, not to slow. pace, not too fast, fast, not to slow. fast, not to slow.
not to slow.
Spelling and There are no There are 1-2 There are 3-4 There are more than
spelling, spelling, spelling, 4 spelling,
Grammar 
punctuation, or punctuation, or punctuation, or punctuation, or
grammar errors. grammar errors. grammar errors. grammar errors.
Dialogue is well Dialogue is fairly Dialogue is slightly Dialogue is hard to
Presentation/ well organized and confusing and follow and doesn't
organized and flows
Memorization  mostly flows like a somewhat flows flow like a natural
like a natural natural like a natural conversation.
conversation. conversation. conversation.
No pronunciation There are 1-2 errors There are 3-4 There are 5 or more
errors are noted. in pronunciation. pronunciation pronunciation
Pronunciation/ Conversation is errors. Conversation errors.
recited with Conversation is is recited with Appropriate
Expression 
appropriate recited with mostly somewhat expression not used.
expression. appropriate appropriate
expression. expression.

Short term lesson plan

Unit of a long term plan
Unit 6 Travel and holidays. Lesson School:
plan 60
Date: Teacher’s name:

Class: 6 Number present: Number absent:

Lesson title An adventure story

6.S3 give an opinion at sentence level on a limited range of general and

curricular topics
6.R5 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
Learning 6.R6 recognise the attitude or opinion of the writer in short texts on a
objectives(s) that limited range of general and curricular topics
this lesson is 6.R7 recognise typical features at word, sentence and text level in a
contributing to limited range of written genres
6.W8 spell most high-frequency words accurately for a limited range of
general topics of familiar general topic
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
Lesson All learners will be able to:
objectives
  Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the Past Simple for retelling
an adventure story. making stories about eating habits. Transfer
information from the given information into a graphic organizer.
Most learners will be able to:
Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions; speak
about a jungle wildlife holiday.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about your adventure. Respond to and discuss
the reading passage using interpretive, evaluative and creative thinking
skills.
Value links Cooperation, respect each other's opinion, support ,functional literacy.
Cross curricular Social Science, Psychology, Information Technology, Medicine,
links Geography, Biology.
Previous
Talking about travelling and holidays.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to understand that people should be fond of
awareness adventures.

Breaks and physical activities used.

Health and Everyday classroom precautions will ensure that safety measures are
Safety provided to prevent the exposure of electrical power cords.

Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g of the
lesson Slide (useful phrases)
6 min.
Pictures
PPT

The teacher sets the lesson objectives, letting

students know what to anticipate from the
lesson. Student Book p.70
Warm up. Free talk. Writing
 Who usually travels to jungle and why? Worksheet
Scientists go there to study animals and plants,
many people and students go there for
adventure holidays. Would you like to go to
the jungle?
  Look at the photo on p.70 and guess
where are the people and what are they doing?
Speak in pairs.
LISTENING TASK:
Read and listen to Carol's story and choose the Student Book p.70
best title: CD2.13
Main
Answer: b
Activities

15 min.
Writing
Worksheet

Six hats method

Discuss the text using the method of six hats:

1 group will speak about facts.
2 group - feelings. Student Book p.63
3 group - creative ideas.
4 group -negative aspects.
5 group - benefit from the holidays in jungle.
6 group - conclusion. A table
Ex.3 p.70 True - false sentences.
Vocabulary work: find adjectives with positive
and negative meaning and make your
sentences. Ex. 4 p.70.
Positive Negative Teacher's Book p.92.
13 min. excited scary

Ex.5 p.70. Creative exercise

Optional activity: Reading.
Teacher's Book p.92.
 Giving the home task. An adventure story composition (w)
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending  White: What have you leant today?
the lesson  Black: What were the weaknesses of your work?
6 min.  Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"

Differentiation – Assessment –
how do you plan to give more how are you planning Critical thinking
support? How do you plan to to check learners’
challenge the more learning?
able learners?can be achieved through
Differentiation Assessment criteria: Students think critically,
the selection of activities, identification 19. Identify the exploring, developing,
of learning outcomes for a certain main idea in evaluating and making
student, provision of individual support extended talks choices about their own
to learners, selection of learning with little and others’ ideas
materials and resources based on the support.
individual abilities of learners. 20. Apply topic
related
vocabulary in
speech
appropriately
arranging words
and phrases into
well-formed
sentences.
21. Demonstrate the
ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate
subject-specific
vocabulary while
 speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment

Short term lesson plan

Unit of a long term plan

Unit 6 Travel and holidays. Lesson School:
plan 61
Date: Teacher’s name:

Class: 6 Number present: Number absent:

Language Focus: to be going to will / won't

Lesson title Presenting predictions about the future.

6.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
6.S3 give an opinion at sentence level on a limited range of general and
curricular topics
6.L8 understand supported narratives, including some extended talk, on an
Learning
increasing range of general and curricular topics
objectives(s) that
6.S2 ask simple questions to get information about a limited range of
this lesson is
general topics
contributing to
6.UE8 use future forms will for predictions and be going to to talk about
already decided plans on a limited range of familiar general and curricular
topics
6.W1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topic
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the structures: to be going to
and Future Simple Tense. Transfer information from the given
information into a graphic organizer.
Most learners will be able to:
Lesson
Select, compile, and synthesize information for an oral presentation
objectives
 Provide a point of view in conversations and discussions; speak
about plans.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a plan. Respond to and discuss the reading passage using
interpretive, evaluative and creative thinking skills.
Value links Cooperation, respect each other's opinion, support ,functional literacy.
Cross curricular Social Science, Psychology, Information Technology, Medicine,
links Geography, Biology.
Previous
Talking about travelling and holidays.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to understand that people should be fond of
awareness adventures and be able to make a plan.

Breaks and physical activities used.

Health and Everyday classroom precautions will ensure that safety measures are
Safety provided to prevent the exposure of electrical power cords.

Plan
Planned
Planned activities Resources
timings
The lesson greeting.
Slide (useful phrases)

Pictures
PPT

Beginnin The teacher sets the lesson objectives, letting

g of the students know what to anticipate from the
lesson lesson. Student Book p.71
7 min. Warm up. Free talk. Writing
When you want to speak about future plans Worksheet
and intentions what structures and grammar
tenses can you use? We can use Future Simple
and to be going to. Look at the picture and give
your sentences:

Main Look at p.70 and find examples with to be

Activities going to. What is the difference between 2 Student Book p.71 - p.73
structures? A table
15 min. To be going to Future Simple
Planned activity prediction
Writing
Worksheet
 Ex. 1 - 2 p.71.
Ex. 3 - 4 p.73
Ex.3 p.71. Sentence completion task. Speak Student Book p.71 - p.73
about the main character Ray Fines. Use ex.4 to
make questions about his travelling. Work Book p. 99.
Put the sentences into interrogative form: Ex.5 CD. MR.25 - MR.26
p.73.
In groups of 4 write 4 predictions and 4
intentions.
A game" The best listener". The Sts. listen and
try to pronounce correctly. Ex. 1 - 2 p.99 Work Writing
13 min. Book. Worksheet

Imagine a perfect holiday. Write about your

plans with to be going to and future Simple.

Giving the home task. W.B. p.49 A mind - map

Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending
 White: What have you leant today?
the lesson
 Black: What were the weaknesses of your work?
6 min.
 Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"

Differentiation – Assessment –
how do you plan to give more how are you planning Critical thinking
support? How do you plan to to check learners’
challenge the more learning?
able learners?can be achieved through
Differentiation Assessment criteria: Students think critically,
the selection of activities, identification 22. Identify the exploring, developing,
of learning outcomes for a certain main idea in evaluating and making
student, provision of individual support extended talks
to learners, selection of learning with little choices about their own
materials and resources based on the support. and others’ ideas
individual abilities of learners. 23. Apply topic
related
vocabulary in
speech
appropriately
arranging words
and phrases into
well-formed
sentences.
24. Demonstrate the
ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate
subject-specific
vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment

Short term lesson plan

Unit of a long term plan
Unit 6 Travel and holidays. Lesson School:
plan 62
Date: Teacher’s name:

Class: 6 Number present: Number absent:

Weather conditions
Lesson title
Learning 6.C1 use speaking and listening skills to solve problems creatively and
objectives(s) that cooperatively in groups
this lesson is 6.C2 use speaking and listening skills to provide sensitive feedback to
contributing to peers
6.C5 use feedback to set personal learning objectives
6.L1 understand a sequence of supported classroom instructions
6.L5 understand most specific information and detail of short, supported
talk on a wide range of familiar topics
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a
 limited range of general topics
6.S3 give an opinion at sentence level on a limited range of general and
curricular topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the structures: to be going to
and Future Simple Tense. Transfer information from the given
information into a graphic organizer.
Most learners will be able to:
Lesson
Select, compile, and synthesize information for an oral presentation
objectives
 Provide a point of view in conversations and discussions; speak
about weather conditions. Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about the weather in Almaty. Respond to and
discuss the reading passage using interpretive, evaluative and creative
thinking skills.
Value links Cooperation, respect each other's opinion, support ,functional literacy.
Cross curricular
Social Science, Information Technology, Medicine, Geography, Biology.
links
Previous
Talking about plans and intentions.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to understand that people travel around the world in
awareness any weather.

Breaks and physical activities used.

Health and
Everyday classroom precautions will ensure that safety measures are
Safety
provided to prevent the exposure of electrical power cords.

Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g of the Slide (useful phrases)
lesson
Pictures
PPT

8 min.

The teacher sets the lesson objectives, letting

students know what to anticipate from the
Student Book p.72
lesson.
Warm up. Free talk.
 What's the weather like today? Writing
Worksheet

Winter Spring Summer Autumn

Speak about the weather in each season.
LISTENING TASK: Student Book p.72
Vocabulary exercises. Ex.1 - 2 p.72 CD2.14
Main
The teacher asks Sts. to form nouns from
Activities
adjectives.
A table
13 min. Vocabulary work:
Adjective Noun Writing
sunny Worksheet
cold
foggy
Ex.3 p.72. How are adjectives formed from CD2.15
nouns?
Student Book p.72
LISTENING TASK.
Ex. 4 -5 p.72. Interview with Ken Ford.
Correct false sentences.
The class is divided into 7 groups and speak
about the weather during a week in the city or Teacher's Book p.94.
13 min. town or the place they live. Use new words and CD
right grammar tenses.
On Monday, the weather was......

Optional Activity: Listening.

5 minute test, Test Bank MultiRom
 Giving the home task. W.B. p.50

Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending
 White: What have you leant today?
the lesson
 Black: What were the weaknesses of your work?
6 min.
 Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"

Differentiation – Assessment –
how do you plan to give more how are you planning Critical thinking
support? How do you plan to to check learners’
challenge the more learning?
able learners?can be achieved through
Differentiation Assessment criteria: Students think critically,
the selection of activities, identification 25. Identify the exploring, developing,
of learning outcomes for a certain main idea in evaluating and making
student, provision of individual support extended talks choices about their own
to learners, selection of learning with little and others’ ideas
materials and resources based on the support.
individual abilities of learners. 26. Apply topic
related
vocabulary in
speech
appropriately
arranging words
and phrases into
well-formed
sentences.
27. Demonstrate the
ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate
subject-specific
 vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment

Short term lesson plan

Unit of a long term plan
Unit 6 Travel and holidays. Lesson School:
plan 63
Date: Teacher’s name:

Class: 6 Number present: Number absent:

How was your weekend?

Lesson title

6.S1 provide basic information about themselves and others at sentence

level on an increasing range of general topics
6.S2 ask simple questions to get information about a limited range of
general topics
6.S3 give an opinion at sentence level on a limited range of general and
Learning
curricular topics
objectives(s) that
this lesson is 6.L4 understand the main points of supported extended talk on a range of
contributing to general and curricular topics
6.R5 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
6.W1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topics
6.W5 link without support sentences using basic coordinating connectors
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the Past Simple for speaking
about weekend. Transfer information from the given information into a
graphic organizer.
Most learners will be able to:
Lesson Select, compile, and synthesize information for an oral presentation
objectives  Provide a point of view in conversations and discussions; speak
about the last weekend.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about your last weekend. Respond to and
discuss the reading passage using interpretive, evaluative and creative
thinking skills.
Value links Cooperation, respect each other's opinion, support ,functional literacy.
Cross curricular Social Science, Psychology, Information Technology, Medicine,
links Geography, Biology.
Previous
Talking about weather conditions.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to understand that people should spend weekend
awareness efficiently.

Breaks and physical activities used.

Health and Everyday classroom precautions will ensure that safety measures are
Safety provided to prevent the exposure of electrical power cords.

Plan
Planned
Planned activities Resources
timings
The lesson greeting.
Slide (useful phrases)

Pictures
PPT
Beginnin
g of the
lesson
6 min.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson. Student Book p.74
Warm up. Free talk. Writing
 What did you do at the weekend? The Worksheet
teacher tells Sts. about her trip during
weekend. Sts. speak about weekend too.
 Look at the photo on p.74 and guess who
is returning from the trip? Give your reasons.
Speak in pairs.
Main LISTENING TASK:
Activities Complete the dialogue, then listen and Student Book p.74
check. CD2.16
15 min. Ex. 2 p.74 Gist listening.
Listen to the key phrases and reply. Practise
the dialogue. Ex.3 p.74.
Listen to 3 short conversations and choose the Writing
best answers to the questions. Worksheet
Make a short dialogue about your trip at the
weekend. Ex.4 p.74.
DESCRIPTION OF PICTURES:
Pictures
 13 min.

Student Book p.74

Ex.6 p.74. Creative exercise.

Giving the home task. W.B. p.52

Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending
 White: What have you leant today?
the lesson
 Black: What were the weaknesses of your work?
6 min.
 Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"

Differentiation – Assessment –
how do you plan to give more how are you planning Critical thinking
support? How do you plan to to check learners’
challenge the more learning?
able learners?can be achieved through
Differentiation Assessment criteria: Students think critically,
the selection of activities, identification 28. Identify the exploring, developing,
of learning outcomes for a certain main idea in evaluating and making
student, provision of individual support extended talks choices about their own
to learners, selection of learning with little and others’ ideas
materials and resources based on the support.
individual abilities of learners. 29. Apply topic
related
vocabulary in
speech
appropriately
arranging words
and phrases into
well-formed
sentences.
30. Demonstrate the
ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate
subject-specific
vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment

Short term lesson plan

Unit of a long term plan
Unit 6 Travel and holidays. Lesson School:
plan 64
Date: Teacher’s name:

Class: 6 Number present: Number absent:

Lesson title A blog. Practicing writing a blog.

Learning 6.C1 use speaking and listening skills to solve problems creatively and
objectives(s) that cooperatively in groups
this lesson is 6.C2 use speaking and listening skills to provide sensitive feedback to
contributing to peers objects
6.W6 link, with some support, sentences into a coherent paragraph using
basic connectors on a limited range
 6.W7 use with some support appropriate layout at text level for a limited
range of written genres on familiar general topics and some curricular
topics
6.W8 spell most high-frequency words accurately for a limited
6.S3 give an opinion at sentence level on a limited range of general and
curricular topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the theme: to be going to,
Present Simple, Future Simple, Past Simple. Transfer information from
the given information into a graphic organizer.
Most learners will be able to:
Lesson Select, compile, and synthesize information for an oral presentation
objectives  Provide a point of view in conversations and discussions; speak
about blog.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a blog about expedition. holidays. Respond to and discuss
the reading passage using interpretive, evaluative and creative thinking
skills.
Value links Cooperation, respect each other's opinion, support, functional literacy.
Cross curricular
Social Science, Psychology, Geography, Information Technology.
links
Previous
Talking about weekend.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to understand how to write a blog about trips or
awareness expedition. that people should travel and get knowledge about different
countries.
Health and Breaks and physical activities used. Everyday classroom precautions will
Safety ensure that safety measures are provided to prevent the exposure of
electrical power cords.

Planned
Planned activities Resources
timings
Beginnin
g of the The lesson greeting. Slide (useful phrases).
lesson Pictures
PPT

The teacher sets the lesson objectives, letting Student Book p.75
7 min. students know what to anticipate from the Writing
Worksheet
lesson.
 Warm up. Free talk.
 What is a blog? Where do you write a
blog?
Slide (useful phrases).
A blog is a discussion or
informational website published on the World
Wide Web consisting of discrete, often
informal diary-style text entries ("posts").
The personal blog is an online diary or
commentary written by an individual.
Look at the model text and say what is the blog
about?
Speaking (Pre-reading) (P)
In pairs, learners discuss the following Student Book p.75
questions of Ex.1 p.75.
Vocabulary (W)
Teacher asks learners to match 10 pictures
Main
with the words and check as a whole class. Student Book p.68
Activities
A game" The best interpreter". One pupil
10 min. reads the sentences, the partner translates it into
Russian. Then the second St. gives Russian
sentences and asks to give English translation. Writing
The third paragraph should be translated Worksheet
into Kazakh or other language.
Give synonyms to: continue ( go on), next
to ( near), loads of ( many, much, a lot of),
spectacular (beautiful), fantastic (good).
THE INTRODUCTION OF Student Book p.75
GRAMMAR: SO Cambridge Dictionary.
We use so as a subordinating conjunction to
introduce clauses of result or decision:
I got here late. It was a long journey, so I’m
really tired now.
You are right, of course, so I think we will
accept what the bank offers.
10min It’s much cheaper with that airline, isn’t
it, so I’ll get all the tickets for us with them.
So and that-clauses
We use so + that as a conjunction to introduce
clauses of reason and explanation:
They both went on a diet so that they could
play more football with their friends.

7 min.
Ex.3 p.75. Connect two halves to make a
sentence.
WRITING TASK:
Ex.4 p.75. Write a blog of your expedition.
Write about day 1 or day 2.
 Giving the home task. W.B. p.53

Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending  White: What have you leant today?
the lesson  Black: What were the weaknesses of your work?
6 min.  Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"

Differentiation – Assessment –
how do you plan to give more how are you planning Critical thinking
support? How do you plan to to check learners’
challenge the more learning?
able learners?can be achieved through
Differentiation Assessment criteria: Students think critically,
the selection of activities, identification 31. Identify the exploring, developing,
of learning outcomes for a certain main idea in evaluating and making
student, provision of individual support extended talks choices about their own
to learners, selection of learning with little and others’ ideas
materials and resources based on the support.
individual abilities of learners. 32. Apply topic
related
vocabulary in
speech
appropriately
arranging words
and phrases into
well-formed
sentences.
33. Demonstrate the
ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate
 subject-specific
vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and
learning)?
1:
2:
What have I learned from the lesson about this class or individuals
that will inform my next lesson?

Peer-assessment.
Rubric
Category Excellent Good Fair Poor
4 pts 3 pts 2 pts 1 pts
Author Author Author Author
demonstrates demonstrates demonstrates some demonstrates little
Fluency 
normal pace, not too adequate normal normal pace, not too normal pace, not too
fast, not to slow. pace, not too fast, fast, not to slow. fast, not to slow.
not to slow.
Spelling and There are no There are 1-2 There are 3-4 There are more than
spelling, spelling, spelling, 4 spelling,
Grammar 
punctuation, or punctuation, or punctuation, or punctuation, or
grammar errors. grammar errors. grammar errors. grammar errors.
Dialogue is well Dialogue is fairly Dialogue is slightly Dialogue is hard to
Presentation/ well organized and confusing and follow and doesn't
organized and flows
Memorization  mostly flows like a somewhat flows flow like a natural
like a natural natural like a natural conversation.
conversation. conversation. conversation.
No pronunciation There are 1-2 errors There are 3-4 There are 5 or more
errors are noted. in pronunciation. pronunciation pronunciation
Pronunciation/ Conversation is errors. Conversation errors.
recited with Conversation is is recited with Appropriate
Expression 
appropriate recited with mostly somewhat expression not used.
expression. appropriate appropriate
expression. expression.
Short term lesson plan